For readers concerned not just with schooling but with just
schooling, Trevor Gale and Kathleen Densmore have provided a
practical, yet theoretically framed, exploration of how we might
move towards its achievement. This is a book that should be read by
the educational policy community, including teachers,
administrators, policy makers, parents, community activists and
politicians. - Bob Lingard, University of Queensland, Australia.
... richly textured and finely nuanced ...strikingly original and
powerfully rendered... Just Schooling is, above all, a triumph of
commonsense, accumulated and collaborative wisdom, and elegantly
measured and sober research. The book makes a major contribution to
a field marred repeatedly by thoughtless academic invasions and
premature pronouncements. It will force teacher educators to
reappraise the taken for granted in pedagogical practices in the
new millennium in an educational field in which contemporary
scholars search around desperately for new signposts of change. -
Cameron McCarthy, University of Illinois at Urbana-Champaign, USA.
This will be an important and influential book in furthering
democratic practices in and through education.; It is clearly
written, introducing complex issues and ideas to teachers in
deceptively simple language. At the same time, it gives a voice to
teachers themselves, but not in an uncritical manner. The book's
sensitive exploration of the relations between individuals, groups
and social structures constitutes an impressive illustration of the
'sociological imagination' at work. - Geoff Whitty, Karl Mannheim
Professor of Sociology of Education and Dean of Research, Institute
of Education, University of London. Why do some students 'succeed'
and others 'fail' at school? How are classroom relations influenced
by the language that teachers use and the stories they tell about
their students? Just Schooling is an exercise in the cultural
politics of teaching. It invites teachers and interested others to
rethink what they know about social justice and to rework how they
engage in the practices of teaching (what they say and do),
particularly in relation to how these influence the lives of
students.; Informed by a recognitive view of social justice, Just
Schooling analyses the various discourses and ideologies mobilized
in classrooms that implicitly and explicitly determine what is
understood by: the nature and centrality of language, the purposes
and meaning of education, and the diversity of students,
particularly with respect to their gender, race and social class
but also their learning dis/abilities. Throughout, the authors
argue for a democratization of classroom relations, beginning with
students' and teachers' personal lives and connecting these with
wider contexts, as a way of addressing the advantages and
disadvantages traditionally reproduced by schoolin
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